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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

ideas
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Published by Institut Agama Islam Negeri Palopo

ISSN : 23384778 EISSN : 23384778 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews.

Arjuna Subject : -

Articles 2,713 Documents

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Implementing Kurikulum Merdeka: Teachers’ Strategy in Teaching English in Elementary School Virda Rizki Ananda; Nida Husna; Farida Hamid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10011

This study explores the strategies employed by elementary school English teachers in implementing the Merdeka Curriculum. The research focuses on understanding how teachers adapt their instructional practices, utilize resources, and address challenges in fostering student-centered learning. Data were collected from five teachers in Jakarta using a qualitative descriptive approach, supported by questionnaires. The findings reveal that teachers use diverse teaching resources, active learning methods, and interdisciplinary integration to engage students and improve communication skills. However, challenges such as limited instructional time, inadequate facilities, and uneven training opportunities hinder the full implementation of the curriculum. This study underscores the importance of professional development and resource allocation to enhance curriculum delivery, offering insights into improving English language education at the elementary level.

The Relations between Politeness Strategies and Speech Acts: A Study Case of Bahasa Indonesia Learners from China at University Hermalinda Pratiwi; Wahya; Kasno Pamungkas
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10029

This study aims to examine the relations between politeness strategies and speech acts in Indonesian utterances spoken by Chinese students at Padjadjaran University. This study employs a qualitative descriptive method. The research participants were 16 Chinese exchange students from the Department of Indonesian Language at Guangxi Minzu University who were studying in the Department of Indonesian Literature at Padjadjaran University. Data were collected through observation and recording of conversations during class sessions. The data were analyzed using Searle’s speech act theory and Brown and Levinson’s politeness theory within a pragmatic approach. The results indicate that Chinese students employed three types of politeness strategies: positive politeness, negative politeness, and off-record strategies. The speech acts identified in the data included assertive, directive, and expressive speech acts. The analysis revealed that the type of speech act used by the speaker influences the choice of politeness strategy, as each speech act carries a different level of face threat. The novelty of this study lies in its demonstration that politeness strategies and speech acts are not separate pragmatic phenomena but are interrelated in interactive activities, including in BIPA classroom interactions. The findings of this study contribute to BIPA instruction and intercultural communication by highlighting the importance of pragmatic competence for foreign learners. This competence helps learners use Indonesian appropriately, politely, and in accordance with Indonesian sociocultural norms, thereby reducing the potential for misunderstandings in cross-cultural interactions.

The Struggle and Resistance against the limitations of women’s roles in Jane Austen’s Pride and Prejudice Grace Reynaputri; Ruly Indra Dermawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10040

This study explores the struggle and resistance to the limitations imposed on women’s roles in Jane Austen’s Pride and Prejudice, with a specific focus on the character of Elizabeth Bennet. Set in a patriarchal society where social expectations and marriage norms largely shape women’s identities, the novel portrays Elizabeth as a woman who challenges traditional gender norms. This study uses feminist literary criticism and a qualitative descriptive methodology, specifically Simone de Beauvoir’s concept of The Other, to analyze how women are positioned as secondary subjects within a male-dominated social structure. The data were collected through close reading and textual analysis of narrative descriptions and dialogues related to women’s roles, marriage, and independence in the novel. The findings reveal that Elizabeth Bennet experiences various forms of social pressure to conform to traditional expectations, especially regarding marriage as an opportunity to secure a place in society and financial security. However, she resists these limitations by asserting her independence, valuing emotional integrity, and rejecting marriages that compromise her principles. Her critical attitude toward social hierarchy and her refusal of a financially secure yet loveless marriage show her resistance to patriarchal limitations. This study concludes that Elizabeth Bennet represents an early form of feminist awareness, representing the rights of women and self-expression in a socially restricted environment.

The Efficacy Of Interactive Video Media in Fostering EFL Students’ Listening Comprehension Revi Nur Ridwan; Indra Yusuf Purnama; Riva Andani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10080

This study aimed to investigate the efficacy of interactive video media in fostering EFL students’ listening comprehension. Listening is one of the essential skills in learning English; however, many students experience difficulties in understanding spoken English due to limited vocabulary, lack of context, and low learning motivation. Therefore, the use of interactive video media was implemented to support students’ listening comprehension. This study employed a quantitative experimental research design involving two classes: an experimental class and a control class. Both classes were given a pre-test and a post-test to measure students’ listening comprehension before and after the treatment. The experimental class was taught using interactive video media, while the control class received conventional teaching methods. In addition, a questionnaire was distributed to collect students’ perceptions toward the use of interactive video media in learning listening. The results showed that students’ listening comprehension improved after the treatment. The experimental class mean score increased from 60 in the pre-test to 85 in the post-test, while the control class improved from 60 to 87. The independent samples t-test showed a significance value of 0.002, which indicates a statistically significant difference between the two groups. Furthermore, the questionnaire results revealed that most students responded positively to the use of interactive video media. In conclusion, interactive video media is an effective and engaging tool to support students’ listening comprehension in EFL learning.

The Influence of Differentiated Instruction Towards Students Motivation in Learning English at Junior High school Mutiara Patilima; Magvirah El Walidayni Kau; Haris Danial
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10087

This study aims to examine the influence of Differentiated Instruction (DI) on students’ motivation in learning English at SMPN 10 Satu Atap Wonosari. This research employed a quantitative survey design involving 39 students from Grade 8 and Grade 9. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that the implementation of Differentiated Instruction was categorized as high across content, process, and product differentiation, with process differentiation emerging as the most dominant aspect, reflecting students’ positive responses toward adaptive instructional practices. Students’ motivation was also categorized as high, particularly in intrinsic motivation. Furthermore, the regression analysis indicated that Differentiated Instruction had a positive and significant influence on students’ motivation in learning English, t (37) = 3.47, p = .001. These findings suggest that Differentiated Instruction supports student-centered EFL learning by promoting students’ motivation through adaptive and varied instructional practices.

An AI-Based Adaptive Learning Framework for Strengthening Civic Competence and Digital Literacy among University Students Hamidah Azzahrah S Lubis; Rizaldy Khair; Balqis Alhumairah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10096

This study developed and evaluated an AI-based adaptive learning framework intended to strengthen civic competence and digital literacy among university students at Universitas Muhammadiyah Sumatera Utara. The study responded to a limitation found in many adaptive learning systems, namely their dominant emphasis on academic achievement while rarely operationalizing civic-digital indicators as triggers for personalization. Using Design Science Research combined with mixed methods, the study was conducted through six iterative stages: needs assessment, co-design of indicators, instrument development and validation, prototype development, quasi-experimental implementation, and evaluation of usability, explainability, and fairness. The final framework consisted of five interconnected layers: diagnostic profiling, civic-digital analytics, adaptive recommendation engine, explainability and reflection, and governance and fairness control. The intervention involved 124 students in four classes, with two classes assigned to the intervention group and two to the control group. The results showed that the intervention group achieved stronger gains in civic competence and digital literacy than the control group. The prototype also obtained an acceptable usability score (SUS = 81.4; UMUX-Lite = 84.7) and its recommendation explanations were considered understandable by both students and lecturers. The study contributes a localized measurement instrument, a practical ethical-AI implementation blueprint, and an adaptive learning design that integrates academic support with responsible digital citizenship.

Exploring Students' Perceptions of Using Wordwall to English Learning Motivation at Junior High School Ikafira Reviana; Karmila Machmud; Sri Agriyanti Mestari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10097

This study explores junior high school students' perceptions and experiences of using Wordwall to support English learning motivation. It aims to understand how game-based media influences learning dynamics from the students' perspectives. Using a qualitative exploratory design, the study involved seven ninth-grade students and one English teacher at Junior High School as participants. Data were collected through in-depth interviews and analyzed using Reflexive Thematic Analysis. The findings reveal that Wordwall transforms previously passive classroom activities into interactive ones through visual stimulation and gaming mechanics. Based on the ARCS motivational framework, students' experiences are closely related to the dimensions of attention, relevance, confidence, and satisfaction. Despite facing technical infrastructure constraints, these findings suggest that the integration of digital media functions as an emotional bridge that reduces student anxiety and strengthens active engagement. This study concludes that the effectiveness of educational technology lies not only in its technical features but also in its ability to create a learning environment that supports students' affective domains.

The Application of Communicative Games in Enhancing Students’ Vocabulary Mastery: A Qualitative Study at Senior High School Atiya Noer Khofifah; Fitrah Yuliawati; Dinar Vincy Yunitaka Bahrudin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10101

This study examines the implementation of communicative games in vocabulary teaching in class X-B, analyzing student feedback, and identifying obstacles that emerged throughout the process. A qualitative case study design was used, with one English teacher and 18 purposefully selected students participating. Data collection was conducted through classroom observations and intrviews. The results showed that the games had a positive effect on vocabulary mastery, enthusiasm for learning, and student engagement in class. Before implementation, students' basic vocabulary understanding was minimal, accompanied by weak motivation to learn. After implementation, they appeared more energetic, enthusiastic, and confident in using English during activities. Almost all students responded positively, saying that the lessons were more engaging and less monotonous. The teacher also acknowledged improvements in vocabulary understanding for those who previously struggled. However, issues such as reduced concentration in the afternoon and initial lack of confidence persisted. Overall, communicative games proved to be an effective strategy for enhancing vocabulary mastery and creating a more interactive learning environment.

Indonesian Pre-Service English Teacher Identity Construction in Team-Teaching Context Arkana Hady; Ahmad Amin Dalimunthe; Rahmah Fithriani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10118

Forming a teacher's identity is crucial for becoming an educator who can appropriately position themselves within the social environment, particularly in the classroom. Pre-service teachers, such as students majoring in teacher education, need opportunities to develop their identity beyond what is formed through their academic experiences at university. To foster this development, team-teaching in schools is essential. However, there is still limited studies that have explored how team-teaching, where pre-service English teachers and mentor teachers collaborate in a classroom, can influence the construction of teacher identity. This study aims to examine how team-teaching helps reconstruct pre-service English teachers’ identity in the context of an EFL (English as a Foreign Language) classroom. Using a phenomenological qualitative approach, the study explores the experiences of three pre-service English teachers during team-teaching. The results show that although students initially faced challenges such as nervousness, anxiety, and limited understanding with mentor teachers, they gradually adapted and actively engaged in team teaching. This experience shaped their identity as English teachers as pedagogical facilitators, while also fostering autonomous and self-regulated teachers prepared for independent teaching.

Verbal And Narrative Strategies of Resistance: Countering Western Orientalist Othering in Persepolis (Volume 1) Wulan Prihatiningsih Sholikhah; Ruly Indra Darmawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10197

This study examines how Persepolis challenges Western stereotypes about Iran, which are often portrayed as uniform and oppressive. Rather than focusing only on representation, this study analyzes how meaning is constructed through narrative and verbal strategies. Drawing on Gerald Prince’s narratology (1982), it focuses on point of view, temporal distance, direct discourse, summary narration, and symbolic expression. Using a qualitative textual approach, the analysis is based on a close reading of selected excerpts. The findings show that meaning is not presented as fixed or complete, but constructed through perspective and experience. An internal point of view limits knowledge and foregrounds a partial understanding, while temporal distance enables reinterpretation. Direct discourse introduces multiple, conflicting voices, while summary narration condenses events without full explanation. Symbolic expressions reveal how ideology operates through simple language. Together, these strategies produce a layered, open, and interpretive narrative that resists reducing Iranian society to a single, fixed image.

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